EXAMINING SECONDARY MATHEMATICS TEACHERS' MATHEMATICAL MODELING KNOWLEDGE FOR TEACHING.

This 3^rd year working group addresses the research question: What knowledge do secondary teachers need to possess to advance and foster mathematical modeling abilities in students? In the previous sessions, definitions and exemplar task distinguishing modeling mathematics and mathematical modeling were made. A task analysis framework, with three distinct features - openness, authenticity, and complexity, was created to investigate differences between mathematical modeling tasks and other problems. The group identified characteristics for both mathematical and modeling knowledge. Researchers considered the content and real world knowledge required when using different types of mathematical models, e.g. mechanistic and deterministic. The type of pedagogical knowledge needed for using different types of modeling tasks in classrooms still needs considerable research. While pedagogical knowledge discussions occurred during previous sessions, the nature of this knowledge was fully developed. This will be the primary focus of this year's work so that a more complete Mathematical Modeling Knowledge for Teaching (MMKT) can be defined to inform teacher training programs. Progress on grant writing, national survey distribution, and current journal writing from previous years' work will be reported. New research questions will be developed during these sessions. [ABSTRACT FROM AUTHOR]